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Related Experiment Video

Updated: Jun 12, 2026

Physical Activity Measurement in Children Accepting Table Tennis Training
06:51

Physical Activity Measurement in Children Accepting Table Tennis Training

Published on: July 27, 2022

Changes in K-12 physical education programs from 2001 to 2006.

Xiaofen D Keating1, Dolly Lambdin, Louis Harrison

  • 1Department of Curriculum and Instruction, The University of Texas-Austin, College of Education, 78712, USA. xk93@mail.utexas.edu

Research Quarterly for Exercise and Sport
|June 10, 2010
PubMed
Summary

State physical education standards increased significantly between 2001 and 2006, but other key areas like assessment and regulations saw no significant improvements in physical education programs.

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Area of Science:

  • Education
  • Public Health
  • Sports Science

Background:

  • Physical education programs are crucial for student health and development.
  • Tracking changes in these programs is essential for understanding policy impact.
  • The Shape of the Nation Report provides valuable data on physical education status.

Purpose of the Study:

  • To analyze trends in US physical education programs from 2001 to 2006.
  • To identify specific changes in state-level policies and mandates.
  • To assess the evolution of physical education standards and requirements.

Main Methods:

  • Analysis of data from The Shape of the Nation Report (2006).
  • Computation of means and standard deviations for numeric variables.

Related Experiment Videos

Last Updated: Jun 12, 2026

Physical Activity Measurement in Children Accepting Table Tennis Training
06:51

Physical Activity Measurement in Children Accepting Table Tennis Training

Published on: July 27, 2022

  • Calculation of percentages for categorical variables.

    • Main Results:

    • Significant increase in the establishment of state physical education standards.
    • No significant change in mandated class size or high school graduation requirements.
    • No significant increase in physical education assessment or mandated fitness testing.
    • No significant improvement in overall state regulations for physical education.

    Conclusions:

    • While state standards for physical education advanced, critical components like assessment and regulatory oversight lagged.
    • Policy efforts between 2001 and 2006 showed a mixed impact on physical education program development.
    • Further research is needed to understand the reasons for the stagnation in assessment and regulation.